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Journal Article

Analysis of Mathematical Communication Ability and Curiosity Through Project Based Learning Models With Scaffolding

TL;DR: In this paper, the authors used approach of mix method of sequential explanatory type to test the effectiveness of project based learning model with scaffolding in improving mathematical communication skills, and to describe students' curiosity.
Abstract: This study aims to: (1) test the effectiveness of project based learning model with scaffolding in improving mathematical communication skills, and (2) to describe mathematical communication skills and students' curiosity through the project based learning model with scaffolding. This research uses approach of mix method of sequential explanatory type. The subject of the research are the students of VIIA class of State Junior High School 18 North Halmahera academic year 2016/2017. Techniques of collecting data by using tests, observations, questionnaires and interviews. Data were analyzed by descriptive analysis and statistical test of t comparison and regression effect test. The results showed that the model of project based learning with scaffolding was effective on mathematical communication ability. Mathematical communication skills and the curiosity character of upper and middle group students are categorized as good and in the high category, while the lower group is considered poor and still in low category. This study aims to: (1) test the effectiveness of Project Based Learning model with scaffolding in improving mathematical communication skills, and (2) to describe mathematical communication skills and students' curiosity through the Project Based Learning model with scaffolding. This research uses approach of mix method of sequential explanatory type. The subject of the research are the students of VIIA class of State Junior High School 18 North Halmahera academic year 2016/2017. Technique of collecting data by using tests, observations, questionnaires and interviews. Data were analyze by descriptive analysis and statistical test of t comparison and regression effect test. The results showed that the model of Project Based Learning with scaffolding was effective on mathematical communication ability. Mathematical communication skills and the curiosity character of upper and middle group students are categorized as good and in the high category, while the lower group is considered poor and still in low category.
Citations
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Journal Article
TL;DR: A detailed survey was conducted at Dahapara village of Murshidabad district to assess the present condition of the area giving emphasis on the identification of sources of arsenic pollution.
Abstract: According to WHO, the permissible limit of arsenic till 1993 was 0.05 mg. /L of drinking water. In 1993, WHO modified the maximum level and brought it down to 0.01 mg./L. According to the report of School of Environment Studies of Jadavpur University (1992-1993), West Bengal has 6 districts, affected by arsenic contamination of ground water. The present paper attempts to find out the vulnerability and impact of arsenic on human being. A detailed survey was conducted at Dahapara village of Murshidabad district to assess the present condition of the area giving emphasis on the identification of sources of arsenic pollution.

428 citations

DOI
30 Oct 2020
TL;DR: In this paper, Syamsudduha et al. used quasi-experiment with a quantitative approach to analyze the improving of mathematical communication skills of students, the learning acktivities of student and student's response at realistic mathematics learning.
Abstract: The purpose of this study is to analize the improving of mathematical communication skills’s students, the learning acktivities of student and student’s response at Realistic Mathematics (RME) learning. The research is held at MTs.S Syamsudduha in 2018-2019 years, which using quasi experiment with a quantitative approach. This study used two samples, they are experiment’s class as treatment class consists of 34 students and control’s class which not give the treatment consists of 36 students which the sample was taken in this research used the technique sampling purposive. This data was obtained with test technique and observation sheet. Data is analyzed with t test using SPSS 18, the result show that there is an increasing of mathematical communication skills of student on statistical study with the Realistic Mathematics Education (RME) learning. This shows that value of n-gain on student’s mathematical communication skill for experiment’s class is 0,49 and control’s class is 0,17 with significant 0,000 < 0,05, thats mean there is an increasing in the learning process. So, RME learning can improve student’s mathematical communication skills of students better than students who is taught by conventional learning.

15 citations


Cites background from "Analysis of Mathematical Communicat..."

  • ...…students develop other abilities in mathematics (Nartani et al, 2015; Saragih, 2016; Powell & Hebert, 2016), not only that, students' mathematical communication skills are initial ability to explore creativity (Nurjannah et al, 2020; Triana & Zubainur, 2019; Johar et al, 2018; Paruntu et al, 2018)....

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Journal ArticleDOI
TL;DR: In this paper, a study aimed to establish the impact of applying religious values through online Problem-Based Learning (PBL) among undergraduate students, and the results showed that there was a significant effect on the applying all religious value in the treatment group.
Abstract: Implementing religious value can develop good attitude and behaviour. It can be implemented in various ways such as in speech, behaviour, gesturing, comprehension and assessment. This study aimed to be establish the impact of applying religious values through online Problem-Based Learning among undergraduate students. A total of 81 students were involved in the study and were divided into treatment and control groups. In order to identify the effectiveness of the module in applying values, the quasi-experimental method was used through questionnaires. The results showed that there was a significant effect on the applying all religious value in the treatment group. The finding also revealed that learning through Problem-Based Learning (PBL) can provide a different learning environment as compared to regular learning sessions. The implications of this study can directly provide an alternative in applying values to students in the higher learning institution.Â

8 citations


Cites methods from "Analysis of Mathematical Communicat..."

  • ...…PBL has been implemented in various fields including in teaching science (Argaw et al., 2017), healthcare training (Yew & Goh, 2016), mathematics (Paruntu et al. 2018), vocational skills (Chiang & Lee, 2016), engineering (Wang et al., 2017), history education (Wynn, 2016), and English (Hwang,…...

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  • ..., 2017), healthcare training (Yew & Goh, 2016), mathematics (Paruntu et al. 2018), vocational skills (Chiang & Lee, 2016), engineering (Wang et al....

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01 Jan 2019
TL;DR: In this paper, the effectiveness of applying noble values through problem-based learning has been investigated, where a total of 81 students were involved in the study and they were divided into treatment and control groups.
Abstract: Implementing noble values is the process of applying noble values until it can develop or promote good attitude and behavior. Implementing noble values can be applied in various ways such as in speech, behavior, gesturing, comprehension, assessment, exemplary and content in accordance with the subject and creativity of the teacher. This study aims to see the effectiveness of applying noble values through problem-based learning. A total of 81 students were involved in the study and they were divided into treatment and control groups. In order to identify the effectiveness of the module in applying values, the quasi-experimental method was used through questionnaires. The results showed that there was a significant effect on the application of value in the treatment group. The findings also revealed that learning through PBL can provide a different learning environment as compared to regular learning sessions. The implication of this study can directly provide an alternative in applying values to the students themselves.

4 citations

Journal ArticleDOI
01 Nov 2021-Heliyon
TL;DR: In this paper, the authors used a four-step learning model with the activities regarding the ACODESA method and mind map, whereas students in the control class were guided using the conventional way of instruction.

4 citations

References
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Journal ArticleDOI
TL;DR: The main aim of this paper is to examine some of the major implications of this interactive, instructional relationship between the developing child and his elders for the study of skill acquisition and problem solving.
Abstract: THIS PAPER is concerned with the nature of the tutorial process; the means whereby an adult or \"expert\" helps somebody who is less adult or less expert. Though its aim is general, it is expressed in terms of a particular task: a tutor seeks to teach children aged 3, 4 and 5 yr to build a particular three-dimensional structure that requires a degree of skill that is initially beyond them. It is the usual type of tutoring situation in which one member \"knows the answer\" and the other does not, rather like a \"practical\" in which only the instructor \"knows how\". The changing interaction of tutor and children provide our data. A great deal of early problem solving by the developing child is of this order. Although from the earliest months of life he is a \"natural\" problem solver in his own right (e.g. Bruner, 1973) it is often the ease that his efforts are assisted and fostered by others who are more skilful than he is (Kaye, 1970). Whether he is learning the procedures that constitute the skills of attending, communicating, manipulating objects, locomoting, or, indeed, a more effective problem solving procedure itself, there are usually others in attendance who help him on his way. Tutorial interactions are, in short, a crucial feature of infancy and childhood. Our species, moreover, appears to be the only one in which any \"intentional\" tutoring goes on (Bruner, 1972; Hinde, 1971). For although it is true that many of the higher primate species learn by observation of their elders (Hamburg, 1968; van Lawick-Goodall, 1968), there is no evidence that those elders do anything to instruct their charges in the performance of the skill in question. What distinguishes man as a species is not only his capacity for learning, but for teaching as well. It is the main aim of this paper to examine some of the major implications of this interactive, instructional relationship between the developing child and his elders for the study of skill acquisition and problem solving. The acquisition of skill in the human child can be fruitfully conceived as a hierarchical program in which component skills are combined into \"higher skills\" by appropriate orchestration to meet new, more complex task requirements (Bruner, 1973). The process is analogous to problem solving in which mastery of \"lower order\" or constituent problems in a sine qua non for success with a larger jjroblcm, each level influencing the other—as with reading where the deciphering of words makes possible the deciphering of sentences, and sentences then aid in the deciphering of particular words (F. Smith, 1971). Given persistent intention in the young learner, given a \"lexicon\" of constituent skills, the crucial task is often one of com-

7,915 citations

Journal Article
TL;DR: A detailed survey was conducted at Dahapara village of Murshidabad district to assess the present condition of the area giving emphasis on the identification of sources of arsenic pollution.
Abstract: According to WHO, the permissible limit of arsenic till 1993 was 0.05 mg. /L of drinking water. In 1993, WHO modified the maximum level and brought it down to 0.01 mg./L. According to the report of School of Environment Studies of Jadavpur University (1992-1993), West Bengal has 6 districts, affected by arsenic contamination of ground water. The present paper attempts to find out the vulnerability and impact of arsenic on human being. A detailed survey was conducted at Dahapara village of Murshidabad district to assess the present condition of the area giving emphasis on the identification of sources of arsenic pollution.

428 citations

Journal ArticleDOI
TL;DR: The idea of "scaffolding" was introduced by Wood, Bruner and Ross (1976, Journal of Child Psychology and Psychiatry, 17, 89, 89-100) to represent the way children's learning can be supported as mentioned in this paper.
Abstract: It is over 25 years since Wood, Bruner and Ross (1976, Journal of Child Psychology and Psychiatry, 17, 89–100) introduced the idea of ‘scaffolding’ to represent the way children’s learning can be supported. Despite problems, this metaphor has enduring attraction in the way it emphasises the intent to support a sound foundation with increasing independence for the learner as understanding becomes more secure. It has resonance with the widely accepted notion in teaching of construction and the constructivist paradigm for learning. The discussion that follows will characterise some teaching approaches that can be identified as scaffolding, revisiting some of the original classifications, and identifying further scaffolding strategies with particular reference to mathematics learning. Examples will be given from studies relating to geometry learning with four to 6 year olds and to arithmetic learning with older pupils.

288 citations


"Analysis of Mathematical Communicat..." refers background in this paper

  • ...Scaffolding provided by teachers/students who are more able to students who have difficulty that is by providing a large number of assistance at the early stage and gradually reduced assistance until eventually they released and able to solve their own (Anghileri, 2006)....

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Journal ArticleDOI
TL;DR: In this article, the effects of Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' selfefficacy beliefs about science teaching and pinions about PBL were investigated.
Abstract: The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students’ achievement and its association with these students’ self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled in the Science Teaching Course in a Primary School Education Department of a State University in Turkey. The randomly assigned treatment group (n =33) was instructed based on a PBL method. The control group (n = 33) was instructed through the use of a traditional teaching (TT) method. The Science and Technology Teaching Achievement Test (STTAT) and self-efficacy belief scale (SEBS) were used as pre- and post-test measures. The results showed that students in the treatment group produced better performance on the Post- SEBS and the Post-STTAT. The students in the treatment group expressed mostly positive opinions about the use of the Project-Based Learning method.

108 citations

Book
01 Jan 2014
TL;DR: Metode pembelajaran adalah seperangkat komponen ying telah dikombinasikan secara optimal untuk kualitas pengarapkaran.
Abstract: Metode pembelajaran adalah seperangkat komponen yang telah dikombinasikan secara optimal untuk kualitas pembelajaran. Dalam pelaksanaannya, metode pembelajaran tidak dapat dilepaskan dari teori pembelajaran, yang menanyakan apakah metode yang akan digunakan dalam desain pembelajaran? Kapan akan digunakan? Jawabnya adalah metode dan situasi. Situasi pembelajaran, meliputi hasil dan kondisi pembelajaran. Hasil pembelajaran adalah efek dari setiap metode pembelajaran. Suatu metode pembelajaran yang sama dapat membedakan hasil pembelajaran, jika kondisinya berbeda.

99 citations


"Analysis of Mathematical Communicat..." refers background in this paper

  • ...…opinion that the learning model of project based learning which is centered on the learner, provides an opportunity for the learner to investigate the topic of the problem, making the learner more autonomous, so as to develop his own knowledge and learning be more meaningful (Fathurrohman, 2015)....

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